FFY 2007 Annual Performance Report - TEA - Home School ...

eading instruction

eading instruction (SBRI) for adolescents through the Texas Adolescent Literacy Academies (TALA). The Academies will help prepare middle school teachers to design appropriate instruction for all students, including those who are struggling with reading due to limited English proficiency, learning disabilities, dyslexia, and other risk factors for reading difficulties. http://ritter.tea.state.tx.us/tala/ � Building Capacity for Response to Intervention in Texas Schools This project is part of the Meadow Center for Preventing Education Risk (MCPER) within the College of Education at the University of Texas. Funded by the Texas Education Agency, the project team collaborates with member of another MCPER team, the Special Education Research Project-Mathematics (SERP Math), to provide technical assistance to schools involved in the project in promoting the implementation of RtI in early reading and math instruction. Major project activities include: 1) implementing and sustaining 3-Tier intervention models, 2) building statewide capacity for RtI implementation, and 3) disseminating RtI related information and resources. � Special Education Research Project-Mathematics (SERP Math) The Texas Education Agency (TEA) has funded the development of the 3-Tier Mathematics Model for kindergarten, grade 1, and grade 2—an RTI-related early mathematics project— through the Vaughn Gross Center at The University of Texas at Austin. The purpose of the 3-Tier Mathematics Model is twofold. First, the project focuses on developing and ensuring the technical adequacy (reliability and validity) of assessment measures for early identification of struggling students and for monitoring progress in early mathematics instruction through use of the Texas Early Mathematics Inventories-Progress Monitoring (TEMI-PM) and the Texas Early Mathematics Inventories-Outcome (TEMI-O). Second, the project focuses on the development and validation of intervention booster lessons for at-risk students in K-2 nd grade. Improvement activities for this indicator will be ongoing through the 2010-2011 school year. Part B State AnnualPerformanceReport for FFY2007 February 2, 2009 (OMB NO: 1820-0624 / Expiration Date: 08-31-2009) Page 33

Part B State AnnualPerformanceReport (APR) for 2007 Monitoring Priority: FAPE in the LRE Indicator 4: Rates of suspension and expulsion: Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year. (20 U.S.C. 1416(a)(3)(A); 1412(a)(22)) Measurement: Percent = [(# of districts identified by the State as having significant discrepancies in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school year) divided by the (# of districts in the State)] times 100. A “significant discrepancy” is defined as exceeding the 5.99 cut point for 2007-08 (see Methodology below). FFY Measurable and Rigorous Target 2007 The percent of districts identified by the state as having a significant discrepancy in the rates of suspension and expulsions of students with disabilities for greater than 10 school days in a school year will be 0%. FFY 2006 SPP/APR Response Table Update In the fall of 2008, the Texas Education Agency (TEA) notified districts identified in FFY 2005 and FFY 2006 and required the districts to perform a self assessment related to the district’s policies, procedures, and practices relating to the development and implementation of individualized education programs (IEPs), the use of positive behavioral interventions and supports, and procedural safeguards to ensure compliance with the IDEA, as required by 34 CFR §300.170(b). Districts were required to submit a written assurance statement to the TEA indicating compliance with federal regulations and state rules. All identified districts submitted written assurance statements indicating compliance. Methodology A detailed description of the methodology used for Indicator 4 can be found on the TEA website at http://ritter.tea.state.tx.us/special.ed/guidance/discipline/method.html Part B State AnnualPerformanceReport for FFY2007 February 2, 2009 (OMB NO: 1820-0624 / Expiration Date: 08-31-2009) Page 34